Recent Research on Human Learning Challenges Conventional Instructional Strategies
Bibliographic Data
| ID | 9735013 |
|---|---|
| Authors | Doug Rohrer (0000-0002-0059-545X, corresponding author), Harold Pashler (0000-0003-3644-4909) |
| Year | 2010 |
| Volume | 39 |
| Issue | 5 |
| Pages | 406-412 |
| Publication date | 2010-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x10374770 |
| OpenAlex | W2167817751 |
| Language | EN |
| Citations received | 19 |
| References cited | 51 |
There has been a recent upsurge of interest in exploring how choices of methods and timing of instruction affect the rate and persistence of learning. The authors review three lines of experimentation—all conducted using educationally relevant materials and time intervals—that call into question important aspects of common instructional practices. First, research reveals that testing, although typically used merely as an assessment device, directly potentiates learning and does so more effectively than other modes of study. Second, recent analysis of the temporal dynamics of learning show that learning is most durable when study time is distributed over much greater periods of time than is customary in educational settings. Third, the interleaving of different types of practice problems (which is quite rare in math and science texts) markedly improves learning. The authors conclude by discussing the frequently observed dissociation between people’s perceptions of which learning procedures are most effective and which procedures actually promote durable learning
Affect (linguistics · Cognitive psychology · Experiential learning · Interleaving · Learning Sciences · Mathematics education · Communication · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Visual and Cognitive Learning Processes
Relational categories as a bridge between cognitive and educational research
Formative assessment
Fostering the Development of Master Adaptive Learners
Persistence and Fade-Out of Educational-Intervention Effects
Rethinking the Use of Tests
Longitudinal integrated clerkships
Open Textbooks
Patient outcomes in a Longitudinal Integrated Clerkship
Boosting learning by changing the order and timing of classroom tasks
The benefit of combining teacher-direction with contrasted presentation of algebra principles
Micro productive failure and the acquisition of algebraic procedural knowledge
Teaching History in the Digital Age
Three in-course assessment reforms to improve higher education learning outcomes
Evolving Kolb
Preparing medical students for obstetrics and gynecology milestone level one
Children's mathematical achievement and how it relates to working memory, test anxiety and self-regulation
Taking time for new ideas
Using Place-Referenced Approaches to Extend Language-Minority Youths’ Problem-Solving Abilities and Literacy Engagement
Do differences in topic knowledge matter? An experimental investigation into topic knowledge as a possible moderator of the testing effect
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,27 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |